1、98學年度巡迴輔導三峽研習分享台中市國中英語輔導員漢口國中教務主任張秋桂中央輔導團英語組組長莊惠如四項重要議題建構三級教學輔導網絡國教輔導人才培育與認證97年課程綱要微調國小英語教育改善方案97年課程綱要微調微調源起微調原則實施期程97課綱微調語文學習領域(英語)研修重點微調源起符應時代脈絡檢視新興議題融入各學習領域情形，增補不足處回應基層教學需求教學現場對於能力指標解讀之疑義配合中小學一貫課程體系之建置參考中小學一貫課程參考指引，適當調整與高中課程綱要相關委員會召開聯席會議進行討論微調原則僅進行課綱內容之修訂，未涉及課程架構之改變。仍劃分為7大學習領域，且各學習領域之學習節數分配亦未更動。實
2、施期程微調後之課程綱要自100學年度(中華民國100年8月1日）起生效由一年級、七年級逐年向上實施其中社會、自然與生活科技、藝術與人文等3個學習領域以及，亦同步自100學年度之國小三年級國小三年級逐年向上實逐年向上實施施。97課綱微調語文學習領域(英語)研修重點委員們仔細審視英語習得的特性後，一致決議不定分年指標。主要目的在於修改敘述不清楚的能力指標，讓教師的教學與教材的編寫，有更明確之參照標準。修訂英語文能力指標解讀與教學示例手冊之重點意涵部分，並將其放入微調之課程綱要附錄中。在不影響教科書編寫的考量下，字彙不再更動。句型的研訂需較長時期深入研究，因此不列入微調重點。增加辨識校園雙語情境標示
3、能力指標，以呼應教育部推動政策。除能力指標編號外，重點意涵亦採流水號。98/7/29 一則媒體的報導教育部國教司科長吳林輝表示，教育部正在研擬國小英語基本能力標準檢測工具，在國小畢業生升上國中一年級前實施檢測，若成績在所有應試學生的後35%，將利用暑假實施補救教學，縮短學習落差，以利銜接國中課程。目前有台北市、台北縣、新竹市、台中市、台中縣及台南縣自行將英語課程向下延伸到小一，科長表示，英語教育向下延伸要有足夠的師資與教學設備，否則將愈教愈糟，他點名台中縣的狀況不盡理想，教育部將在今年9月進行普查，年底公布偷跑縣市不合格英語師資比。改進策略與分工-五大議題課程綱要師資教學與評量教學資源補救教學
4、改進策略與分工教學與評量1.教學目標的掌握與銜接 加強國中小英語教師專業對話，強化國中小英語教學之銜接。(地方、學校)教學活動設計應掌握課綱培養學生基本溝通能力、國際文化學習及培養學生學習興趣與方法之重點。(學校)2.評量方式不合宜影響學生學習興趣 加強辦理教師精進教學，提升教師多元評量專業能力，強化其對學生聽、說能力之評量能力。(中央、地方、學校)教學時把握多元評量原則，從教學中師生對話、表演等過程進行評量，減少紙筆測驗，並提升紙筆測驗品質。(地方、學校)改進策略與分工補救教學英語雙峰現象 強化國小補救教學，對偏鄉地區補救教學資源多予挹注。(中央)加強教師補救教學專業能力，提升補救教學品質。
5、(中央、地方、學校)研發國小英語補救教學教材，加強推廣運用。(中央、地方、學校)國一新生報到進行基本能力檢測，暑假開辦補救教學，提供未通過學生參加，激發學習興趣、縮短學習落差。(學校)問題解決延續傳統修正改進目標導向問題解決國小師資及專業嚴重不足 英語雙峰問題嚴重 國中教師紙筆評量能力不足 課程綱要、能力指標未深入教學現場 各縣市輔導員互動不足，人才培育斷層 駐地輔導縣市認定問題國小評量方向偏重讀寫能力 國中優良段考試題甄選注意事項全部由縣市或輔導團送件，個人不得自行送件。每縣市七、八、九年級至多各2件。得過優等以上者勿再參賽。981116截止。除報名表及CC授權書各乙份外，其他一式兩份。匿名
6、參賽(僅報名表及CC授權書呈現姓名)試題分析為選附。組織學習與領導主講人：蔡進雄 天主教輔仁大學教育領導與發展研究所所長國立臺灣師範大學教育研究所博士組織學習的意涵 組織學習係指組織透過持續性且有效的個人學習個人學習、團隊學習團隊學習與整整體組織的學習體組織的學習，進而解決組織所面臨的問題，並提升組織創新與應變的能力，以促進組織成員與整體組織的發展。教師專業學習社群的意涵教師間平時透過彼此平等對話及分享討論的學習方式，以提升專業知能的團體一群人找時間，聚在一起，談談工作上的事互動關係是平等對話及分享而非權威方式共同價值觀與歸屬感目的是提升專業知能與促進專業發展專業學習社群的特徵反省的對話教師同
7、仁的互動合作分享價值和標準專注於學生的學習教學時間的運用時時 間間注意力注意力學生學生老師老師從學習社群論教師專業發展的策略建立分享的學校文化提供對話的平台建立各種團隊：教學團隊及行政團隊校際策略聯盟建立專業成長團體彼此互為鷹架虛擬學習社群(進修網站)以學習領域研究會議為基礎，是普遍且較務實的作法(召集人的任期)校長或主任的支持、鼓勵與催化 學習社群的改變需要學校從孤立的文化孤立的文化轉變成為對話的文化對話的文化，從專注於學生專注於學生，轉變成專注於全體專注於全體而成為互動教學活動，從少少數人的領導數人的領導變成全體成員共享領導權共享領導權。教師新工作情境_ 從舊秩序從舊秩序 到新工作情境到新
8、工作情境 _ 個人主義、孤立、私人 專業社群(基於同僚、開放、信任)教學為中心 學習為中心(焦點在學生如何學)技術工作(技術工具箱)智性工作(提出問題、系統探究、尋求解決)控制 績效責任管理 領導焦點在教室 焦點在整個學校_ 資料來源：Blase&Blase,2004：177英語教師專業社群發展Growing Learning Communities for EFL Teacher Professional Development招靜琪副教授（政治大學英文系）Learning community is hereby defined as:A way to encourage learning
9、through intense social networking and positive inter-dependence among members.Learning Communitiesof knowledge buildingof inquiryof practiceof cultureof socializationof counseling and development(Luppicini,2003)Riel&Polin,2004,p.40 學習社群活動形式舉例內部活動討論生活教學與研究一起申請執行任務(教學專案、研究案、研討會)一起讀書(TESOL與生活)一起寫作發表請專家
10、來演講對內發表：把自己最拿手的教學拿出來分享討論用錄影機錄下來教學，相互討論搭配閱讀與整理理論與文獻外部活動參加國內外研討會議參加國內外進修活動參加國內外比賽國內外參訪對外發表：個別present團體presentCharacteristics of an Effective Learning CommunityConsensus:Have shared values,goals,&rulesTask completion:set milestones&group goalsSafety:Establish safe environmentTone:Flexible,inviting,posi
11、tive,respectPersonal:Self-disclosures,open,stories tellingSharing:Share frustrations,celebrations,resources,etcCollaboration:Camaraderie/empathyCommon language and heritage developed over time.Characteristic of a Community(Barab&Duffy,2000,p.37)Common Cultural and Historical Heritage Interdependent
12、System Reproduction Cycle R3 學習建構自己的學習社群1.了解別人是怎麼做的?2.自己也藉著身邊的機會親身體驗目的：如何帶給自己與身邊的人一起成長的機會?也思考如何以LC帶動學語言的學生?了解別人是怎麼做的?1.自學文獻2.NWP,TM,TI,ILFPresentation of Analysis 1.Learner engagement2.Teaching presence3.Sense of Community:four key factors(McMillan and Chavis,1986):membership,influence,fulfillment o
13、f individuals needs and shared events and emotional connections(1)NWP1.Learner Engagement:Teacher presentations-PUBLICATIONS2.Teaching Presence:Seasoned members3.Community:Membership:Applied,recommended and invited Influence:TCFulfilling needs:Help is provided when creating teacher knowledgeContinua
14、l development after the invitational summer seminarShared history:Long-term,local or US-based history(2)TM1.Learner Engagement:Presentations,table topics,etc.2.Teaching Presence:Officials,seasoned members,and each individual3.Sense of Community:Membership:Guests or paid members Influence:Leadership
15、rolesFulfilling needs:Help is available for delivering presentations,honors to be obtain,fellowshipShared history:Long-term,local,national or international historyConcern:Quality may vary.(3)TI1.Learner Engagement?2.Teaching Presence?3.Community:Membership:Invited or open Influence:Leaders and“bridg
16、es”of various communitiesFulfilling needs:Leading and participating in the after-school sessions(home)Shared history:Long-term,US based or internationalConcerns:commitment and no productsFor some,the issues may be too localized(4)ILFMembership:Invited or applied Influence:Leaders and“bridges”of vari
17、ous communitiesFulfilling needs:Sharing classroom videosShared history:Long-term,Indiana-basedConcerns:Commitment(5)LM1.Learner Engagement?2.Teaching Presence?3.Community:Membership:Drop-by guests&volunteersInfluence:Volunteer helpFulfilling needsPossible to have a wide selection of language courses
18、,but the instructional design and content is too simple.Many users also abuse the peer evaluation function.History:Not much history yet;stability is a concern.Leontev(1979),Engestrom,Y.(1987)Cultural Historical Activity Theory(CHAT)Professional LearningTools&artefacts-samples,plans,templates,stories
19、 -ICT applications,devices -references -journalsRules-collaboration-practices-learning cycle-informed-specific,short-embedCommunity-learning group-school/system-profession-community-societyDivision of effort-learners-co-learners-tutors-mentors-PL managers-supervisorsSubjectsMembers of the learning g
20、roupProf LearningObjectPractices-new-improved OutcomesProfessional-success-well being所以：多元頻繁的學習活動內部活動討論生活教學與研究一起申請執行任務(教學專案、研究案、研討會)一起讀書(TESOL與生活)一起寫作發表請專家來演講對內發表：把自己最拿手的教學拿出來分享討論用錄影機錄下來教學，相互討論搭配閱讀與整理理論與文獻外部活動參加國內外研討會議參加國內外進修活動參加國內外比賽國內外參訪對外發表：個別present團體present所以：多製造溝通機會共識：目標、遊戲規則角色：溝通個人期盼態度：衝突處理英語
21、科教材的詮釋與轉化師大英語系 葉錫南教授 國中教材實例講解 麗山國中 吳明真教科書中，活動說明較少的，須加以較多的教材詮釋。校師需有能力解讀教材並能根據學生程度調整教學活動，使學生能有效學習。教學是一種藝術，教師須發揮創意才能成就非凡的藝術品。CLILContent and Language Integrated Learning -Gilly DempsterSubject Content(SC)Target Language(TL)Learning Skill(LS)/Projectshttp:/.tw/e_magazine/e_magazine_article.aspx?sn=299&l
22、anguage1=0=299&language1=0英語科課室觀察紀錄與實作師大英語系 許月貴教授 Suggested Procedures for Peer Observation Arrange a pre-observation orientation session.Identify a focus for the observation.Employ appropriate procedures to suit the purpose of the observation.Carry out the observation.Arrange a post-observation ses
23、sion(interview).臺北縣立安康高中實研組長 朱晉杰（小豬老師）善用E化教學檔案，可利用製作網頁、建置Blog達成。養成隨時隨地蒐集資料（文書或照片）、建立資料的習慣。教學檔案提供經驗交流的園地，有助於大家參考學習。有價值的教學檔案會是內心自省的，不是只呈現我做了什麼，還要呈現做完以後又如何。善用掃瞄工具、照相機。似顏繪圖像應用。似顏繪教學似顏繪教學1利用利用Microsoft Cartoon Marker 1.0製作製作似顏繪教學似顏繪教學2利用利用Microsoft Office HomeStyle+製作製作建議平台開放式網路教室：http:/mslin.ee.ntut.edu
24、.tw/國立台灣師範大學教育學院數位學習研究室：http:/elearning.ice.ntnu.edu.tw/英語聽說教學策略與評量 彰師大英語系 黃春騰教授 先聽而能說。口語上的錯誤予以更正是無效的，只會徒增學生的學習障礙。Phonics is for reading only.Phonics的基礎在口語。Reading只是visual，口語才是語言的原貌。評量要評量溝通知能而非語言分析。真的語言一定在情境中。英語教學重要議題探究-常見錯誤解析 台北大學 劉慶剛教授 Errors are due to an“interlanguage,”a simplified or distorted
25、representation of the target competence.When the learner makes errors,his performance truly accords with his competence,which has developed characteristics different from those of L2 norms.Mistakes,on the other hand,occur in performance when a user/learner(as might be the case with a native speaker)
26、does not bring his competences properly into action.Errors or mistakes1.Errors and mistakes are evidence of failure to learn.2.Errors and mistakes are evidence of inefficient teaching.3.Errors and mistakes are evidence of the learners willingness to communicate despite risks.4.Errors are an inevitab
27、le,transient product of the learners developing interlanguage.5.Mistakes are inevitable in all language use,including that of native speakers.Attitudes taken to learner errors/mistakes1.All errors and mistakes should be immediately corrected by the teacher.2.Immediate peer-correction should be syste
28、matically encouraged to eradicate errors.3.All errors should be noted and corrected at a time when doing so does not interfere with communication(e.g.by separating the development of accuracy from the development of fluency).4.Errors should not be simply corrected,but also analyzed and explained at
29、an appropriate time.5.Mistakes which are mere slips should be passed over,but systematic errors should be eradicated.6.Errors should be corrected only when they interfere with communication.7.Errors should be accepted as“transitional interlanguage”and ignored.Actions taken with regard to learner err
30、ors所謂標準英語將隨著地球村而改變，當英語只成為溝通的工具時，適應彼此的腔調才是重點。英語閱讀寫作教學策略與評量英語閱讀寫作教學策略與評量台灣師範大學英語系教授台灣師範大學英語系教授 陳秋蘭陳秋蘭 Reading Instructional ActivitiesPart-to-wholeWhole-to-partPre-reading activitiesDuring-reading activitiesPost-reading activitiesPre-reading activitiesPredicting from wordsPredicting from title or firs
31、t sentencePredicting from a key illustrationSequencing illustrationsReader questionsStorytelling in L1/L2Sharing existing knowledgeDuring-reading activities()Modeled readingSkimming and scanning the textRereading for detailsWord maskingPause and predictDuring-reading activities()Shadow reading Summa
32、rizing the textJigsaw readingReading aloudPost-reading activities()Story innovationInnovation on the endingCartoon stripReaders theaterWanted postersStory mapTime linesHot SeatFreeze framesPost-reading activities()ClozeMonster clozeVanishing clozeText reconstructionConsonant groupsPhonic familiesJum
33、bled sentencesPicture and sentence matchingTrue/False questionsWhat is Reciprocal Teaching?instruction and the four comprehension strategies predicting,questioning,clarifying,summarizing a special kind of cognitive apprenticeship Four RolesPredictorClarifierQuestionerSummarizerPredictorPredict what
34、is likely to happen next based on clues from the text or illustrations Stop to predict during reading Use what they know(from text and prior knowledge)to help make a prediction Continue to make logical predictions based on clues from the text The language of prediction that students use I thinkbecau
35、se Ill betbecause I wonder ifbecause I imaginebecauseI supposebecause ClarifierGive strategies for clarifying words that are difficult to pronounce or understand Express confusion with specific portions of text,such as ideas or events,that are difficult to understand Tell strategies for clarifying i
36、deas,and tell how clarifying helps them to understand text.The language of clarification that students use ()I didnt understand the part about,so I.I didnt understand the part about,so I andI cant figure out,so I The language of clarification that students use ()So Ireread,reread,reread;read on for
37、clues;checked the parts of the word I knewblended the sounds of the word reread the sentence to see if it made sense tried another word QuestionerAsk questions based on the text(that is,the answers are in the text)Ask questions that are based on the main idea or question of the story.Ask some detail
38、-oriented questions,andAsk some inferential questions.The language of questioning that students use who,what,when,where,why,how,what if.SummarizerGive only key points in a short one-or two-sentence summary,Summarize in a logical orderReread to remember main ideasRefer to illustrations to retell or s
39、ummarize the text.Retell the story in their own words and include the setting,characters,problem,key events,and resolution.The language of summarizing that students use First,Next,Then,Finally,The most important ideas in this text areThe story takes placeThe main characters areA problem occurs whenA
40、 key event is whenThis part is aboutThis book is aboutMy Reading JournalName of the Book:Author:Date:Chapter:ClarifyI dont understand the part about so I _QuestionWrite down some questions for your friends to see if they have understood this chapter._SummarizeRetell this part of the story in your own words.First,_Next,_Then_Finally,_PredictI think/wonder if/imagine/suppose/predict _because_Appreciate/AcquireI.The sentences/expressions I like are_II.The new words I have learned in this chapter are _國中基本學力測驗內容分析國中基本學力測驗內容分析 文章細節文章(or 段落)大意推敲文意 學生必備的閱讀技巧由上下文猜字圖示意義圖表閱讀指稱詞(or代名詞)的主詞
